Semilleros de aprendizaje colaborativo como estrategia didáctica para potenciar la escritura en los estudiantes de grado noveno de la Institución Educativa Liceo Guillermo Valencia de la ciudad de Montería

Abstract

This intervention-research is oriented by the complex systematic approach, which allows researchers to identify the events and tensions that occur within the school system, as well as the protagonists involved. In order to better understand the events in context, reflexive groups are composed of both the student and teacher subsystems in order to outline their understanding of each individual´s reality. Meanwhile, the subsystem researcher analizes the results of knowledge-tests as well as the plans for institutional projects and improvements. The category of analysis is academic writing, which will serve as the main intervention through the formation of collaborative learning “seedbeds” between eighth and tenth grade students. Within these “seedbed” the students will co-construct their own classroom activities, reflected around advances and transformation in order to enhance their writing skills. Finally a two-year implementation proposal is created.